Collaborative Learning Spaces in Schools – Merely being ‘Cool’?

Collaborative workspaces are fast becoming the norm across corporates and are slowly being imbibed within sectors like education and government across developed nations. The corner office privilege is gradually becoming obscure as companies realise the importance of designing spaces which allow more room for socializing, exchanging of free ideas in an environment more infused with trust and transparency. It’s about the empowering feeling that all are working together for a common purpose. 

Recently, an Australian school, as a first, unveiled a collaborative working space for Teachers which has led to a happier staff and a more conducive and collaborative environment (Refer - http://www.educatoronline.com.au/news/a-collaborative-working-space---for-teachers-201572.aspx). A lot of research has already been undertaken with striking observations on how such human-centred designed spaces have successfully bridged achievement gaps across systems globally. Hence, even as some of these visionary schools have borne unwarranted criticism on attempting to appear ‘cool’, fact remains that such spaces are the need of the hour given that we are grooming the next generation of entrepreneurs, thinkers, artists who need to work amongst each other to understand and deliver together new-age solutions and models.

  

The idea undoubtedly requires a paradigm shift in thinking – Instead of Teaching or Creating being a ‘Learnt’ skill, it needs to be brought about collaboratively. The essence should shift to Team Work and Creativity. And this needs to be ingrained since kindergarten! We have seen much of these benefits on holistic learning at our preschool, which if extended to other similar schools will benefit students to grow into collaborators. There are NO assigned traditional ‘classrooms’ for each division or grade which is in-line with the Kangaroo Kids Education vision of imparting holistic education, keeping in mind different learning styles - Auditory; Visual, Kinesthetic. 

Education is imparted through four ‘Developmental zones’ (Physical, Social Emotional, Cognitive & Language Development and Cooperative Zones) that cater to developmentally appropriate activities based on Brain development of Children. Physical activity Zone affects learning and movement which stimulates connections in the brain. Social/Emotional development is essential for self-awareness and development of healthy self-esteem which is a prerequisite to be a ‘successful’ person. The Cognitive & Language development zone impacts the way children think, develop understanding and apply these to reason and solve problems. The Cooperative learning zone focuses on how children apply the knowledge that they have acquired.

These four zones synergistically impart holistic learning for young minds in order to provide them with the right start early in life. It also leads to Collaboration among Children, Teachers and Amongst Themselves. Of course, for such spaces to thrive there needs to be an amalgamation of synced methodology and curriculum. Every aspect of schools - from infrastructure to activities needs to be designed within the framework of a globally benchmarked curriculum, to encourage diversity and globalisation. This can be achieved by designing an integrated, interdisciplinary and theme based curriculum, sequentially developed to increase in complexity – in the manner corporate workspaces are being designed to stimulate creativity and delve into complexity of tasks.

The focus must be on experiential learning rather than rote memorization to ensure learning is fun and is retained throughout life as happy memories are life-long. Learning, as a matter of fact, must not be limited to the ‘school space’. Activities like field trips, interaction with resourceful people or participating in performances, create episodic memory and emotions trigger the memory of episode. It thus helps learning and openness to receiving knowledge, training, and experiences in later working life – as a professional. Corporate workshops/seminars are devised increasingly to bring about learning together with activities like Learning centres and Circle time (by sitting in a circle everyone is visible to everyone like collaborative spaces where each one’s participation is important) which helps create an environment conducive to real consultation, shared responsibility and decision making. 

In fact most evolved preschools have already implemented such, understanding the importance of helping the future learners grow and contribute seamlessly as professionals. We then wouldn’t need to pump in so much money to retrain graduates, postgraduates to make them industry-ready! In this Conceptual Age, we need to ensure every learning space across K-12 and universities adapt to the collaborative-space designing model to effectively deploy and ingrain learning as do industries to tap learning at workspace. Else, we will keep reeling in the mismatch of the relevance of knowledge retained and the essential skill-sets required of an expert professional in the 21^st century.

To be a Rocket Scientist OR a Sailor?

One of our kindergartners’ parents recently made an important but typical remark about our assessment procedure, as we concluded one.  “It reassures me that my child’s progress is being studied in such detail but how should we make the most of this assessment,” she asked. 

It wasn’t the first time a parent wanted to ‘act on’ the assessment. It is an eagerly awaited day by parents as they browse through the progress their children (as young as 2 years) are making within the curriculum. Often, parents who join us after having their brush with other preschools are quite taken aback with the methodical processes and in-depth analysis across every sphere of learning we follow.  Learning Assessment is crucial to us. However, assessment programs are hardly about if the child is on course to becoming a rocket scientist or a curator and providing cues to the parent accordingly!

Assessment, ‘assidre’ in Latin, means to sit beside. At Kangaroo Kids, the focus is always on the process rather than the ‘product’.  This encompasses to literally ‘sit beside’ a child and while observing him/her, guide his discovery and learning and finally assess his/her progress across various dynamic parameters.  It is a 360 degree approach of understanding a child and his learning needs. Observation is an important skill at every stage of schooling – be it teaching or learning.

For e.g. to observe in a two year-old the curriculum aim of 'uses tools for writing and drawing and visualises & represents ideas (on paper, slates, easel etc.)’, the learning objective is - holds a crayon with thumb & 2 fingers (palmer grasp). Here, the teacher will observe children at the activity centres while they are doing their activities either on slates or at art activity. Since each child develops at their own pace, observing and supporting each child is critical.

Undoubtedly, it’s the teachers that are the primary facilitators in this cycle, which is why they are empowered with the maximum training and support to handle each child. To maintain daily progress of each child with respect to physical, cognitive, social, emotional and personal development, is no mean feat, since each growth is inter-related. Extend couple of extra layers of focus for children identified as afflicted with learning disorders, it’s easy to see why it is absolutely essential for us to maintain a teacher-child ratio of 1:6 (playschool) or 1:8 (an industry benchmark), along with a support teacher for each child identified sometimes with learning or behaviour challenges.

As we see it, child assessment is as definite as science and as evolving.  Though, it is hardly a tool to know who has the makings of a rocket scientist. But it is about who would love rocket science and who would rather sail a boat. And between the both of them how to get them interested in the boat and the rocket respectively. We truly believe each child is unique, gifted and had areas of strength. We don’t believe in labeling children or sorting them but believe in ‘igniting that spark for achieving human greatness’.

It goes without saying that parents are equal partners in this process of discovery, learning and outcome.  Without them, it is impossible to realise the vision of raising a child as true to himself/herself.  Although it does take a while for some of our parents to accept the thought that one needn’t compare to understand. But all who have been with us have supported this wholeheartedly, to only come back later and thank us. Our vision for our children is simple really. It remains to celebrate what each child has to offer and to ignite his interest in achieving his potential.  

There is hardly any satisfaction than watching little rocket scientists agreeing to cruise with little sailors and watch little sailors give the rocket the benefit of doubt! 

MISSING - the ‘Care’ in Early Childhood Care Education!

Meera, a software engineer and a young mother was distraught when she had met us a year ago. She was at her wit’s end trying to get her child, Kiara (3.5 years) enrolled into a ‘good’ playschool. She had already tried two preschools – one a smaller establishment closer to her locality and another a larger one integrated within a renowned K-12 school, though the traveling time doubled. None worked. One had failed to engage Kiara at a holistic level and the other was a gigantic system which threatened to engulf Kiara’s uniqueness at such a young age. Having met and counselled numerous parents, it definitely wasn’t the first time I had encountered such agony. And a valid one.

Being a mother foremost and an educator, I can empathise and appreciate the concerns parents like Meera have. For a simple reason - it reverberates with the need to provide holistic, inclusive, quality and research-based education especially, Early Childhood Care Education (ECCE) programmes, which has been a personal two-decade mission. It is an irony that even though the demand for ECCE has shot up considerably with numerous preschools and K-12 schools sprouting in every corner, parents are still devoid of options when choosing good ECCE programmes which are accessible, affordable, engaging, developmentally-centric and relevant. Most are compelled to compromise at some if not various levels, albeit critical. Many garner admissions in K-12 schools to avoid admission hassles later on without even checking if the school’s ECCE programme is relevant, enriching and suitable for their tots. At others, parents enrol their children in preschools with great infrastructure but poor ‘learning’ outcomes. The glut of poor-quality preschools due to lack of regulations in the sector compounded by lack of awareness among parents about benchmark practices has led to this vacuum. The cost of this oversight is unfortunately being borne by the children.

What defines a good preschool? There are a myriad of factors. However, according to me, it must definitely measure against these key three factors – Focussed and constructive attention to children, Enabling of Holistic growth, and one that facilitates seamless integration of the children into the primary programme. It is critical to ensure that every child is given the requisite attention to develop as per his/her potential and through methods that aren’t standardised. Perhaps opting for a preschool affiliated with a good K-12 school would be the best choice considering the focussed objectives, customised processes, guaranteed admission into the primary section of the affiliated school and ease of operations facilitated by the smaller setup as against a large K-12 school. However, undoubtedly, a well-researched, relevant and developmentally-appropriate curriculum, teacher qualifications and training, and an enabling environment are non-negotiable when it comes to choosing a good preschool.

The government needs to urgently look at setting policies and regulations for the setting up of a preschool while also expanding accessibility and provision of such ECCE programmes to all children. While the NPE (National Policy on Education) 1986 stressed upon the holistic nature of ECCE, and has been successful in bringing ECCE in balwadis through ICDS (Integrated Child Development Services), vast majority of such programmes are running as little primary schools, both in the government and private sector. Such formal didactic methods of teaching three-six year olds can actually prove detrimental to their overall development. A sound ECCE programme is critical for the success of the universal elementary education under the SSA, taken up by the government. Bridging the large gap in terms of skilled teachers, administrators, therapists etc. also need to be pursued doggedly (Read - Bridging the Skilled Resource Gap in ECCE) . In fact, it would do a lot good to have a minister of state for ECCE education, considering the significance, growth and expanse of this sector.

Every society’s abilities and resources are being constantly tried and tested to cope with the needs and development of our young generation. The need to make them future ready in this dynamic, ever-changing 21^st century should be the one guiding factor for our policy makers. Research after research has indicated that neurons and positive brain connections are critical in this age bracket between 0 to 6 years. Neurons that are wired together fire together!  Without a doubt, there is hardly any other surpassing need than the urgent one to invest in our young. NOW.

Bridging the Skilled-Resource-Gap in ECCE

Among the key problems facing the Indian ECCE (Early Childhood Care and Education) sector currently is capacity utilisation and an equally critical unavailability of skilled resources. Most ECCE programs, though have spread to smaller towns, villages and urban slums etc., are yet to offer quality curriculums disseminated by skilled resources focusing on the holistic development of the child as against  the myopic standard, cryptic and isolated approach. Even though the government in 2013 had approved the proposal of the National Early Childhood Care Education (ECCE) Policy, the focus is mostly on enhancing access and developing a national curriculum framework. Issues of training and developing of a skilled resource pool, critical to drive outcomes, have been side lined.

Unfortunately, it is also widely perceived that not much expertise or technical knowledge is required for the implementation of such programs and hence, the quality of ECCE programs has been adversely impacted.  Training systems are archaic and requisite qualifications are low due to absence of any such mandate by any state government. Undoubtedly, nothing could be more off-the-mark.  Various childcare programs from institutional care, adoption centres, maternal and child health programs, programs for children with special needs require well trained professionals with a sound knowledge regarding child development and requisite skills to work with children.

In the last two decades, issues relating to ECCE have been in focus since government’s adoption of the National Policy on Education (NPE) in 1986 and The Revised Policy Formation (POA) in 1992. In spite of this however, in India, home to the largest number of children in the world at 170 million children (census 2001) between 0-6 years, ECCE remains a privilege for majority of the children. A mere 32% of pre-primary age children are enrolled in such education programs. Even though there has been a marked increase in government-led ECCE programs, the coverage of children under such programs remain dismal. As per ‘ECCE: An Overview (MHRD 2003)’ - a mere 19.6% children between age group 3-6 years were covered under ECCE programs such as ICDS and ECE schemes, crèches and balwadis in the voluntary sector supported by DWCD in 1996-97.  

This is alarming if we were to look at scientific global studies having established that the first 6 to 8 years of a child’s life are most critical for lifelong development due to the rapid pace of development. Absence of a stimulating and enriching environment often irreversibly reduces the possibility of achieving ideal potential. Increased industrialisation, migration, change in traditional family patterns and urbanisation has impacted the quality of child care available. Hence the developing and initiating of quality early child care programs and enhancing inclusiveness is of utmost importance.  

At present most of the programs create their own in-service training for skills for specific programs, also curtailing mobility of workers.  The ability to understand the crux of the content, program and adapt the knowledge garnered and skills to create opportunities for children’s optimum growth and development is most essential though for now, grossly lacking.

In-line with the Modi government’s directive and impetus for advancing vocational training for skill development, recently, TISS (Tata Institute of Social Sciences), Mumbai, began its ‘school of vocational education programme’. I have had the privilege to connect with likeminded educators and professionals from ECCE and we are dedicatedly attempting to arrive at a dynamic and relevant curriculum framework and are excited with the prospects of the introduction of a first-of-its-kind vocational education programme in ECCE.  While there can’t be a better way than involving school operators and knowledgeable experts from the industry for this magnanimous task of also establishing a strong quality assurance system in place, it is also certain that there needs to be a holistic approach to tackle issues concerning ECCE.

One of the ways of developing and grooming such skilled workers is through concerted efforts to set up training programs while also amplifying policy measures in the sector. Vocational education courses in ECCE backed by relevant policy measures to build on awareness, capacity utilisation, requisite qualifications and guidelines, financial monitoring and evaluation is the need-of-the-hour. It’s time the government works alongside private sector players and encourages skilled, talented and committed professionals to take up the unparalleled goal of shaping the future of our country. We must make it our number one priority to provide quality childcare to ALL our children including the whopping 70% who are currently deprived of this basic right.